When you researched the community and district, you were provided tables to help with the task of making sense of the various graphs available onInformation Works site. For your school report, you should make sense of the data one your own. Remember that you can email your instructor if you have any difficulties.
To research your school, you should consider the questions about schools that we brainstormed in class and decide on some questions that YOU think should be answered in your description of your school You should research at least four of the indicators on the school report page for your school to gather information that you feel will serve as evidence for your description.
Questions that you would like to find answers for:
What is the environment like inside the school?
Classroom/academic/learning
Social
Safety
considered very safe
Location?
Student-Teacher Ratio?
Demographics?
Gender
SES (Poverty)
Race
Funding?
Extra-curriculars?
Music
Arts
Sports
Special Programs? (Vocational, Arts, Etc).
School Pride/Spirit?
Community Involvement/Service
Facilities?
Good/Bad
Age
Access
Conditions
Janitors
1. Name of Indicator: SALT Survey Indicators
Data:
Summary statement:
2. Name of Indicator: Student Indicators
Data:
Summary statement:
3. Name of Indicator: Teacher Indicators
Data:
Summary statement:
4. Name of Indicator: School and District Indicators
In addition to survey data reported in Information Works, the SALT Surveys and the SALT visit report provides an "on the ground" description of what a group of visiting evaluators found while visiting the school for several days. After learning more about the SALT cycle from the link above, review the most recent report for your school and summarize what you find:
Data of last SALT visit: 1999
Notes from Report:
The Visiting Team collected its evidence from the following:
● a total of 66 hours of classroom observation. All classrooms were visited at least once. Many
teachers were observed more than once
● many observations of the school (outside of classrooms)
● following 6 students for a full day
● observing the work of teachers, specialty teachers and staff for a full day
● scheduled meetings with the following groups:
❍ students
❍ parents
❍ building and district administrators
❍ the school’s School Improvement Team
● conversations and interviews with many staff, students, and school administration
● examination of student work including a selection of work collected by the school
● analysis of achievement and equity gaps based on Infoworks Data
● district and school policies
● review of professional development activities
● review of classroom assessments
● review of the following documents:
❍ School Improvement Plan
❍ District Strategic Plan
❍ 1998,1999 Rhode Island Writing Assessment
❍ 1998,1999 New Standards Reference Exams
❍ SALT Survey Report
❍ 1998,1999 Information Works! Data book
❍ Curriculum Documents
❍ Teacher Evaluation Instrument
● 260 students in grades K-5
●
●
●
●
●
●
●
Introduction: Elementary School is an essential foundation for education as it prepares students for further education in junior high, high school, and education beyond. Chester W. Barrows School is located in Cranston, RI and is composed of about 260 students, ranging from grades Kindergarten to fifth grade. This is one of eighteen elementary schools in cranston, and is rated relatively high amongst the others. The Cranston Public Schools district governs Chester W. Barrows school. 12% of the student body are Caucasian, 7% Black, 5% Asian/Pacific Islander. Eleven percent of the students participate in special educations courses and there are about fourteen percent enrolled in speech and language assistance; however, there are no self-contained or ESL programs at this elementary school.
Chester Barrows School houses roughly 260 students in grades K-5, and is one of eighteen elementary
schools in the city of Cranston. It is governed by the Cranston Public Schools District, which is in turn
governed by a five member elected school committee.
Chester Barrows School is a neighborhood school. Its building has undergone only a few changes since
it opened its doors in 1924; in 1993 an all-purpose room was built.
The principal, who has thirteen years of experience at the school, leads a staff of 22 personnel, eleven of
whom are classroom teachers. Twenty-nine percent of the 258 students are eligible for free or reduced
lunch. Seventy-six percent of the students are White, 12% are Hispanic, 7% are Black, and 5% are Asian/
Pacific Islander. Eleven percent receive special education resource services while fourteen percent
receive speech and language servicing. There are no self-contained or ESL services at the school.
Small in size but large in heart, the Chester Barrows School pulsates with the strong beat of an engaged,
learning community. This school provides an enriching, safe and nurturing environment where children
can strive to excel. Parents are welcomed partners in this endeavor.
Chester Barrows School students show an eagerness and enthusiasm for learning as they are challenged
to do their best. Students are actively involved in their education as they participate in creative learning
activities.
At Chester Barrows School, the principal is the catalyst that generates the cooperative and cohesive
atmosphere. The teachers conduct themselves professionally as they tirelessly work to be effective and
stay current with educational practices. They set clear expectations as they incorporate rubrics and
standards into innovative lessons.
Together, children, parents, teachers, staff and administration exhibit an enthusiasm and drive for
excellence, which is challenging, contagious and safe.
Author: Sasha Gold
District: Cranston
School: Chester W. Barrows Elementary
http://www.infoworks.ride.uri.edu/2008/pdf/Health/07112E-heal.pdf
A. Information Works
When you researched the community and district, you were provided tables to help with the task of making sense of the various graphs available onInformation Works site. For your school report, you should make sense of the data one your own. Remember that you can email your instructor if you have any difficulties.To research your school, you should consider the questions about schools that we brainstormed in class and decide on some questions that YOU think should be answered in your description of your school You should research at least four of the indicators on the school report page for your school to gather information that you feel will serve as evidence for your description.
Questions that you would like to find answers for:
What is the environment like inside the school?
- Classroom/academic/learning
- Social
- Safety
- considered very safe
Location?Student-Teacher Ratio?
Demographics?
- Gender
- SES (Poverty)
- Race
Funding?Extra-curriculars?
- Music
- Arts
- Sports
Special Programs? (Vocational, Arts, Etc).School Pride/Spirit?
- Community Involvement/Service
Facilities?1. Name of Indicator: SALT Survey Indicators
Data:Summary statement:
2. Name of Indicator: Student Indicators
Data:
Summary statement:
3. Name of Indicator: Teacher Indicators
Data:
Summary statement:
4. Name of Indicator: School and District Indicators
Data:
Summary statement:
http://www.eride.ri.gov/salt/
B. SALT Reports
In addition to survey data reported in Information Works, the SALT Surveys and the SALT visit report provides an "on the ground" description of what a group of visiting evaluators found while visiting the school for several days. After learning more about the SALT cycle from the link above, review the most recent report for your school and summarize what you find:Data of last SALT visit: 1999
Notes from Report:
The Visiting Team collected its evidence from the following:
● a total of 66 hours of classroom observation. All classrooms were visited at least once. Many
teachers were observed more than once
● many observations of the school (outside of classrooms)
● following 6 students for a full day
● observing the work of teachers, specialty teachers and staff for a full day
● scheduled meetings with the following groups:
❍ students
❍ parents
❍ building and district administrators
❍ the school’s School Improvement Team
● conversations and interviews with many staff, students, and school administration
● examination of student work including a selection of work collected by the school
● analysis of achievement and equity gaps based on Infoworks Data
● district and school policies
● review of professional development activities
● review of classroom assessments
● review of the following documents:
❍ School Improvement Plan
❍ District Strategic Plan
❍ 1998,1999 Rhode Island Writing Assessment
❍ 1998,1999 New Standards Reference Exams
❍ SALT Survey Report
❍ 1998,1999 Information Works! Data book
❍ Curriculum Documents
❍ Teacher Evaluation Instrument
● 260 students in grades K-5
●
●
●
●
●
●
●
Introduction:
Elementary School is an essential foundation for education as it prepares students for further education in junior high, high school, and education beyond. Chester W. Barrows School is located in Cranston, RI and is composed of about 260 students, ranging from grades Kindergarten to fifth grade. This is one of eighteen elementary schools in cranston, and is rated relatively high amongst the others. The Cranston Public Schools district governs Chester W. Barrows school. 12% of the student body are Caucasian, 7% Black, 5% Asian/Pacific Islander. Eleven percent of the students participate in special educations courses and there are about fourteen percent enrolled in speech and language assistance; however, there are no self-contained or ESL programs at this elementary school.
Chester Barrows School houses roughly 260 students in grades K-5, and is one of eighteen elementary
schools in the city of Cranston. It is governed by the Cranston Public Schools District, which is in turn
governed by a five member elected school committee.
Chester Barrows School is a neighborhood school. Its building has undergone only a few changes since
it opened its doors in 1924; in 1993 an all-purpose room was built.
The principal, who has thirteen years of experience at the school, leads a staff of 22 personnel, eleven of
whom are classroom teachers. Twenty-nine percent of the 258 students are eligible for free or reduced
lunch. Seventy-six percent of the students are White, 12% are Hispanic, 7% are Black, and 5% are Asian/
Pacific Islander. Eleven percent receive special education resource services while fourteen percent
receive speech and language servicing. There are no self-contained or ESL services at the school.
Small in size but large in heart, the Chester Barrows School pulsates with the strong beat of an engaged,
learning community. This school provides an enriching, safe and nurturing environment where children
can strive to excel. Parents are welcomed partners in this endeavor.
Chester Barrows School students show an eagerness and enthusiasm for learning as they are challenged
to do their best. Students are actively involved in their education as they participate in creative learning
activities.
At Chester Barrows School, the principal is the catalyst that generates the cooperative and cohesive
atmosphere. The teachers conduct themselves professionally as they tirelessly work to be effective and
stay current with educational practices. They set clear expectations as they incorporate rubrics and
standards into innovative lessons.
Together, children, parents, teachers, staff and administration exhibit an enthusiasm and drive for
excellence, which is challenging, contagious and safe.
Summary statement: